Intro W4

Constructivism and the Teachers Role in Teaching Models

Unit 4

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Genetic Psychology and School Learning

From the genetic epistemology promoted by Piaget and his followers, important educational applications and reflections were developed during the 1960s. The works of Kamii, DeVries, Weikart, Duckworth, Ferreiro, Brun, and Vergnaud stand out.

The constructuvist paradigm, unlike empiricist positions, Piagetians grant the subject an active role in the process of learning. The indissolubility of the subject and the object in the process of knowledge is accepted, that is, they are intertwined, acting on the object it transforms, and, at the same time, it structures itself by building its own interpretive frameworks and structures; the construction of knowledge is the action carried out by the knowing subject in front of the object of knowledge, therefore, there is a reciprocal interaction between the subject and the object.

Piagetian constructivism supposes a type of critical realism. The knowledgeable person is not the only one responsible for construction. Facing the problem of how to explain a certain construction from another of a lower level, the Piagetians point out that this is possible because to go to a higher level, an active process of reconstruction occurs in which self-regulators intervene to add new knowledge.

Constructivism reshapes the traditional understanding of learning by focusing on the active role of the learner in constructing knowledge. With a focus on context, social interaction, and self-regulation, it encourages learners to take ownership of their learning journey. Teachers, in this paradigm, act as facilitators, providing the necessary tools and scaffolding to support students’ growth. Through a variety of constructivist teaching models, learners are given the opportunity to engage deeply with content, develop critical thinking skills, and apply their knowledge in meaningful ways. Now let's review the characteristics of this.

Constructivism is a learning theory that highlights the active role of students in building their knowledge. Students are responsible for their learning, using their experiences and interactions to construct meaning. When new information challenges existing schemas, the processes of assimilation and accommodation help integrate or adjust this new knowledge. A balance between these processes leads to equilibrium in the learner’s understanding.

Emphasis on Problem-Solving: Constructivist approaches focus on the application of knowledge to solve real-world problems. This helps learners develop critical thinking and reasoning skills.

Collaborative Learning: Constructivism encourages social interaction and collaboration among learners. By discussing ideas, solving problems together, and sharing experiences, students can deepen their understanding and develop new perspectives.

Learning is Contextual: Learning is deeply embedded in the context in which it takes place. This means that the environment, social interactions, and real-world applications all influence the learner's development.

Knowledge is Constructed, Not Transmitted: In contrast to traditional educational methods that treat learning as the transmission of facts from teacher to student, constructivism views learning as a process of constructing new knowledge based on personal experiences and interactions.

Active Learning: The learner is not a passive recipient of knowledge; rather, they actively construct meaning by engaging with the material, making connections, and reflecting on their experiences.

The constructivist paradigm contemplates different characteristics from the behaviorist scheme, in which the student is merely a passive subject: It broadens the spectrum marked by the humanist concept, and complements the cognitive paradigm. These characteristics stand out:

Characteristics of the Constructivist Approach

• Schema: Mental structures for organizing information.
• Scaffolding: Support provided by others to help learners perform tasks they cannot yet do independently.
• Zone of Proximal Development (ZPD): The difference between what learners can do alone and with help.
• Metacognition: Awareness of one's thinking processes.

The conceptual framework of constructivism contains two central aspects, the equilibrium theory, and the stage theory. The constructivist paradigm takes into account the students’ cognition processes, and focuses on the way they learn:

Main concepts

• Schema: Mental structures for organizing information.
• Scaffolding: Support provided by others to help learners perform tasks they cannot yet do independently.
• Zone of Proximal Development (ZPD): The difference between what learners can do alone and with help.
• Metacognition: Awareness of one's thinking processes.

The conceptual framework of constructivism contains two central aspects, the equilibrium theory, and the stage theory. The constructivist paradigm takes into account the students’ cognition processes, and focuses on the way they learn:

Main concepts

• Prior Knowledge: New learning builds on what students already know.
• Social Learning: Interaction with others enhances learning.
• Active Process: Learners actively engage with content.
• Contextual Learning: Learning is tied to real-world contexts.
• Self-Directed Learning: Learners take responsibility for their progress.

The constructivist philosophy determines that the learning process is in constant evolution and movement, making it dynamic; The subject is responsible for building his knowledge, acquiring autonomy in his learning. It is required to interact with the object of knowledge, involving psychological factors, cognitive structures, and external mechanisms.

Learning Principles

The teaching models supported by the constructivist proposal emphasize active, student-centered learning where learners play a key role in constructing their knowledge through various approaches. These models focus on fostering critical thinking, collaboration, and real-world application of knowledge. Inquiry-Based Learning encourages students to explore and investigate, Problem-Based Learning (PBL) uses real-world problems to drive learning, and Project-Based Learning involves long-term interdisciplinary projects that culminate in a tangible result. Collaborative Learning highlights the importance of social interaction in understanding and problem-solving, while Experiential Learning emphasizes learning by doing and reflecting on direct experiences. All of these models align with constructivist principles, aiming to promote deeper understanding and personal ownership of learning.

1. Inquiry-Based Learning
2. Problem-Based Learning (PBL)
3. Project-Based Learning
4. Collaborative Learning
5. Experiential Learning

Teaching Models

The new millennium has implemented educational models based on constructivism, thus weakening the traditional educational model.

Collaborative Model

Andragogy Curriculum Model

Systematic Model

Teaching Models Supported by the Constructivist Proposal

Reference:

University of Technology, Entrepreneurship and Leadership. (2024). Constructivism and the Teachers Role in Teaching Models: Unit 4. Utel. USA.

Go ahead !

It is based on constructivism since the system encompasses many elements in constant movement. It is holistic or global. The subject's interaction with the world and the object of knowledge, makes him independent and autonomous in his learning.

A model proposed by Manuel Castro, that includes elements: flexibility, innovation, and participation. Elements that invite you to continue learning and improving yourself in adulthood. With clear proposals in constructivism-- it builds your knowledge based on prior knowledge, resulting in meaningful learning.

Nowadays, it is considered the most representative of constructivism. This model is based on the fundamental proposals of constructivism in terms of the autonomy of learning, dynamism, active participation, experience, analysis, reflection, and criticism. The most important thing is to share the knowledge with all the members of the group. It becomes collaborative learning, and all the participants strengthen their knowledge, and turn it into meaningful learning that lasts. It is useful in their daily lives, and in the different contexts or environments in which they develop.